Note for teachers using this lesson plan
Before this lesson, gather pictures of both clean and dirty environments, as well as a small broom, dustpan, and a rag for demonstration. The central idea for pupils is that a clean environment keeps us healthy and happy. Observe pupils as they point to clean items and imitate simple cleaning actions, showing their understanding of how to keep their surroundings tidy.
Class: Pre-School Level 1
Term: Third Term
Week: 3
Age: 2 years
Duration: 30 minutes
Subject: Health Habits
Curriculum Theme: Health Habits
Previous Lesson: Learning about different parts of the body.
Topic: Importance of a Clean Environment
Subject Matter: Importance of a Clean Environment
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify pictures of clean and dirty environments.
- State one simple reason for keeping the environment clean (e.g., “no germs,” “healthy”).
Affective Domain
- Show willingness to participate in keeping the classroom tidy.
- Express happiness when seeing a clean environment.
Psychomotor Domain
- Point to objects that help keep the environment clean (e.g., broom, dustbin).
- Imitate simple cleaning actions like sweeping or dusting.
Social Domain
- Participate in singing a clean-up song with peers.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1
- Early Childhood Care and Education resources
Instructional Materials
- Picture charts showing clean environments (e.g., tidy classroom, clean home)
- Picture charts showing dirty environments (e.g., messy classroom, littered street)
- Small broom and dustpan
- Small rag or duster
- Video clips (e.g., “Clean Up Song”)
Rationale for the Lesson
This lesson is important for 2-year-olds as it introduces them to basic hygiene and the concept of their surroundings. Understanding the importance of a clean environment helps children develop healthy habits early, promoting their well-being and a sense of responsibility for their immediate space.Prerequisite/Previous Knowledge
Pupils can identify some common objects in their classroom and understand simple instructions like “put away” or “tidy up.”Lesson Content/Board Summary
Importance of a Clean Environment
A clean environment is a place that looks neat, smells fresh, and is free from dirt, dust, and rubbish. It makes us feel happy and keeps us healthy. A dirty environment is a place that is messy, has dirt and rubbish everywhere, and might smell bad. A dirty environment can make us sick because it has germs.Why a Clean Environment is Important:
- Keeps us Healthy: When our environment is clean, there are fewer germs, so we don’t get sick easily.
- Makes us Happy: A neat and tidy place makes us feel good and comfortable.
- Looks Nice: Clean places are pleasant to look at.
How to Keep Our Environment Clean (Simple Actions):
- Put rubbish in the dustbin.
- Sweep the floor.
- Dust the tables.
- Tidy up toys after playing.
Key Words
- Clean – neat and tidy, no dirt.
- Dirty – messy, full of dirt and rubbish.
- Healthy – strong and not sick.
- Happy – feeling good and joyful.
Clean Up Song
Tune: “Twinkle, Twinkle Little Star”
Lyrics:
Clean, clean, clean the room,
Sweep it with a little broom.
Put the rubbish in the bin,
Let’s make our classroom clean within.
Clean, clean, clean the room,
Chase away the dirt and gloom.
Actions: Mimic sweeping, picking up rubbish, putting it in a bin, and pointing around the room.
Watch and Practise
💡 Teacher Guide for Using This Board Summary
How to teach the content: Use simple, clear language. Show the picture charts of clean and dirty environments first, asking pupils to point to the “clean” one and the “dirty” one. Explain the importance using very short sentences, focusing on “no sickness” and “happy.” Repeat key phrases like “clean is good.”
What to show or demonstrate: Hold up the broom, dustpan, and rag. Demonstrate simple sweeping and dusting motions. Point to the classroom dustbin and explain its use. Use facial expressions to show “happy” for clean and “sad” for dirty.
How to use the rhyme/song: Sing the “Clean Up Song” several times, encouraging pupils to join in with the actions. Exaggerate the actions for sweeping, picking up, and putting in the bin. Make it fun and energetic.
How to use the video: Introduce the video as a “clean up song.” Play the video and encourage pupils to watch and imitate the actions shown. After the video, ask pupils to repeat one simple action they saw, like “put away.”
What to watch for: Observe if pupils can correctly point to the clean/dirty pictures. Check if they attempt to imitate the cleaning actions or sing along with the song. Ensure they understand that a clean place keeps them healthy.
Teaching Methods/Instructional Techniques
- Play-based Learning
- Demonstration
- Guided Practice
- Songs and Rhymes
- Picture Talk
- Repetition
- Practical Activity
Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils warmly. Sings a familiar greeting song. Shows pictures of a very neat classroom and a very messy one, asking “Which one looks nice?”
Pupils’ Activity: Pupils respond to greetings, sing along, and point to the neat classroom picture.
Learning Point: Pupils are engaged and introduced to the concept of neatness.
Step 2: Presentation – Clean vs. Dirty Environments
Time: 5 minutes
Teaching Skill: Visual Learning/Identification
Teacher’s Activity: The teacher shows charts with clear pictures of clean environments (e.g., tidy park, clean kitchen) and dirty environments (e.g., littered street, messy room). The teacher asks pupils to point to the “clean” pictures and then the “dirty” pictures, saying “clean” or “dirty” for each.
Pupils’ Activity: Pupils point to the correct pictures and repeat “clean” or “dirty” after the teacher.
Learning Point: Pupils begin to differentiate between clean and dirty environments visually.
Step 3: Presentation – Importance of Clean Environment
Time: 5 minutes
Teaching Skill: Explanation/Simple Reasoning
Teacher’s Activity: The teacher explains in very simple terms why a clean environment is good. “Clean makes us healthy! No germs! Clean makes us happy!” The teacher uses gestures (e.g., strong arms for healthy, smile for happy) and points to the clean pictures again.
Pupils’ Activity: Pupils listen, observe the gestures, and may repeat “healthy” or “happy.”
Learning Point: Pupils understand basic reasons for keeping clean (health and happiness).
Step 4: Song and Movement – “Clean Up Song”
Time: 4 minutes
Teaching Skill: Musical/Kinesthetic Learning
Teacher’s Activity: The teacher introduces and leads the pupils in singing the “Clean Up Song” (to the tune of “Twinkle, Twinkle Little Star”) with actions like sweeping and putting rubbish in a bin. Repeats the song 2-3 times.
Pupils’ Activity: Pupils sing along and perform the actions with the teacher.
Learning Point: Pupils reinforce the concept of cleaning through song and movement.
Step 5: Demonstration and Guided Practice
Time: 5 minutes
Teaching Skill: Practical Demonstration/Imitation
Teacher’s Activity: The teacher brings out a small broom, dustpan, and rag. The teacher demonstrates how to sweep a small area, pick up pretend rubbish, and dust a table. The teacher invites a few pupils to try imitating the actions with guidance.
Pupils’ Activity: Pupils watch the demonstration and some take turns to imitate the cleaning actions with the teacher’s help.
Learning Point: Pupils develop practical understanding of cleaning actions.
Step 6: Application – Keeping Our Classroom Clean
Time: 3 minutes
Teaching Skill: Encouragement/Participation
Teacher’s Activity: The teacher asks pupils, “What can we do to keep our classroom clean?” The teacher prompts with examples like “Put toys away?” or “Put paper in the bin?”
Pupils’ Activity: Pupils respond by pointing to the bin, making sweeping gestures, or saying short words like “bin” or “sweep.”
Learning Point: Pupils connect the lesson to their immediate environment and actions.
Step 7: Evaluation/Review
Time: 4 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.
- Show me the picture of a clean place.
- Show me the picture of a dirty place.
- What do we use to sweep? (Show broom/dustpan).
- Why is it good to keep our classroom clean? (Prompt: “No sickness,” “Happy”).
Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate by pointing or making gestures.
Learning Point: Pupils demonstrate understanding of the lesson.
Step 8: Conclusion
Time: 1 minute
Teaching Skill: Reinforcement
Teacher’s Activity: The teacher praises the pupils for their participation and reminds them to always try and keep their environment clean so they can stay healthy and happy. The teacher claps for them.
Pupils’ Activity: Pupils clap for themselves and repeat “clean, healthy, happy.”
Learning Point: Pupils are encouraged to practice good hygiene habits.
Lesson Keywords
- Clean – When something is neat and has no dirt.
- Dirty – When something is messy and has a lot of dirt.
- Environment – The place around us, like our classroom or home.
- Healthy – Being strong and not getting sick.
Differentiation
- Support: For pupils who find it difficult, use larger, clearer pictures. Provide hand-over-hand guidance for cleaning actions. Repeat key words like “clean” and “dirty” more frequently and ask them to simply point.
- Extension: For pupils who grasp the concept quickly, ask them to identify other clean or dirty places they know (e.g., their home, the school compound). Encourage them to demonstrate more cleaning actions.
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